Reflection
Karen
Wynn-Bell
Walden
University
EDUC
6135 Distance Learning
Dr.
Ronald Paige
April
28, 2013
Reflection
Distance learning perceptions are varied and change over
time. In the next five, ten and even twenty years distance learning will surely
change and evolve. Along with this will be a change and evolution in the
perceptions of distance learning, mostly as compared to traditional learning. According to Simonson, Smaldino, Albright, & Zvacek, students of all
ages are participating in distance education. Technology has evolved to allow a
multitude of resources that are now available to learners (2012). I also believe that within ten to
twenty years distance learning will be the norm for many institutions.
As an Instructional Designer it is my responsibility to
design effective, meaningful and precise instruction models that achieve the important
goal of educating learners. The delivered education must be thorough so that
all learning outcomes are truly achieved. I will focus on the advancements in the distance learning
field in order to build solid courses that are based on learning theories to
support the learner (Simonson, Smaldino, Albright, & Zvacek, 2012).
Today, there are
many different technology tools that are able to address a multitude of
learning abilities (Beldarrain, 2006). With the incorporation of simulations,
interactivity and authentic learning experiences the distance learning
environment will create a positive learning experience. Activities such
as these will allow students to create connections with prior learning
experiences, construct new knowledge, demonstrate mastery and show creative
problem solving abilities (Beldarrain, 2006). These learning environments must
also foster interaction amongst students and instructors. “The
more an instructor understands the members of the audience, the better the
distance learning experience will be for all involved” (Moore & Kearsley,
1996).
As an Instructional Designer it my
responsibility to improve
societal perceptions of distance learning and be a positive force by
continuously improving my design and communication skills, conducting my
personal and work habits with integrity and keeping current with developments
in design and technology.
Additionally,
Siemens (2010) states that the key challenge is to bridge the gap of comfort
within learners so that they become comfortable learning at a distance. Siemens
adds that of the students that he has questioned who have taken at least two
online courses the majority of them tend to prefer distance learning to traditional
learning (Siemens, 2010).
For
Instructional Designers to be a positive force for continuous improvement in
the field of distance education we must learn from the learners and use our
designs to help drive the future of distance education. I can do this by
creating instruction that not only meets the learning and performance requirements,
but by also making the instructional models attractive, interesting, entertaining,
in addition to incorporating the latest technologies available.
Beldarrain, Y. (2006 August). Distance education trends:
Integrating new technologies to foster student interaction and collaboration.
27(2). p. 139-153. Retrieved from Academic Research Complete Database.
Moore, M.G. & Kearsley, G. (1996) Distance Education: A
Systems View. Washington: Wadsworth Publishing Company.
Siemens, G. (2010). The
Future of Distance Education, Laureate
Education, Inc. (Producer) Baltimore, MD.
Simonson, M., Smaldino, S., Albright, M.,
& Zvacek, S. (2012). Teaching and learning at a distance: Foundations of
distance education (5th ed.) Boston, MA: Pearson.
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